CJ251 Terrorism/Domestic Preparedness

for S1T 2012

Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ 251 Terrorism/Domestic Preparedness

Semester

S1T 2012 DL

Faculty

Battle, Tony

Title

Adjunct Faculty

Degrees/Certificates

Master of Science in Criminal Justice AdministrationBachelor of Science in Criminal Justice

Article: “Peace in the Twenty-First Century?” by Bruce Russett, Current History, January 2010, Vol 109, Issue 723, page 11 (6 pages). NOTE: This article is posted in the DOC SHARING section of the online course.

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Course Description:CJ251 Terrorism and Domestic Preparedness: An introductory study of the criminal justice systems response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats. 3:0:3

Educational Philosophy: My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites, and writings. I will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

Learning Outcomes:Core Learning Outcomes

Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.

Differentiate the structural features of terrorism, homeland security, and domestic preparedness.

Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.

Students will write a consolidated, thematic Essay discussing four (4) primary issues:

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.

The assignment will be completed in two drafts. The first draft, due by Sunday of Week 4 will address Issues #1 and 2. The second part, due by Sunday of Week 7 will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions. External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components:

A cover or title page.

Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.

A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.

Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

Weekly Discussions (8)
--First responses to the discussions must be posted by midnight Wednesday EACH Week. At least three meaningful responses to other students must be posted to your classmates’ postings by midnight Sunday.

Weekly Discussions (8) GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS: First, you must respond specifically to EACH of the weekly discussion question(s), using your textbook, class lecture, and supplementary/outside readings for support. Second, you must respond to the responses of your classmates. Remember, the online threaded discussions are public messages and all writings in this area will be viewable by the entire class.

Be sure to respond to EACH of the discussion questions for the week (some weeks, there may be 1, 2, or 3 questions presented). Your first response should consist of a MINIMUM of 150 words for EACH question, and be posted by midnight Wednesday of each week. Then, go back and review your classmates’ responses and post at least three (3) meaningful responses (i.e. a minimum of 200 total words) by midnight Sunday. A “meaningful response” is a substantive response that goes beyond simply agreeing or disagreeing. Meaningful responses provoke further analysis, evaluation, and critique of the ideas and concepts being discussed.

Please note also that the number of postings and word lengths above are MINIMUM requirements. Minimum means you are providing a response that meets, but may not necessarily exceed, expectations. Be sure to review the Weekly Discussion Grading Rubric below for more details on performance expectations in weekly discussions.

Your weekly discussion postings will be assessed using the following rubric:

Weekly Discussion Grading Rubric (also used as the Proctored Final Exam Grading Rubric)

Grading Criteria

Exceeds expectation

Meets expectation

Does not meet expectation

No evidence

Content: 50%

Content is comprehensive, accurate, and persuasive; definitions are clearly stated.

Content is not comprehensive and/or persuasive.

Content is incomplete or omits some requirements stated in the assignment’s criteria.

Did not complete assignment

Major points are stated clearly and are well supported with sourcing.

Major points are addressed, but are not well supported by sourcing.

Major points are not clear, not persuasive, and not sourced.

Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.

Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.

No outside sources were used to support major points.

Readability 50%

Organization and structure of the response is clear and easy to follow.

Organization and structure is not easy to follow.

Organization and structure detracts from the writer’s message.

No structure or organization.

Response exceeds the minimum length as described in the assignment’s criteria.

Response is at the minimum length as described in the assignment’s criteria.

Response is below the minimum length as described in the assignment’s criteria.

Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.

Paragraph transitions are fragmentary and ideas are presented without logical connection.

Paragraph transitions are not obvious.

Conclusion is logical, flows from the body of the response, and does not include new information.

Conclusion is provided but does not flow from the body of the response.

Conclusion is missing.

Citations and reference formatting meet standards for the discipline.

Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.

Citations and references are not provided.

Rules of grammar usage and punctuation are followed; spelling and word choices are correct.

Language lacks clarity or includes the use of some jargon or conversational tone.

Language uses jargon or conversational tone.

Quizzes (7)

There will be 7 quizzes covering material in Weeks 1 through 7. The quizzes, which are timed and can only be taken once, must be completed no later than midnight, Sunday of each of the appropriate weeks. Quiz questions may be objective or subjective in format.

The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term. It is to be completed by Midnight, Friday, Week 8.

You will not be able to refer to the course website, course textbook, or any other external materials.

You will be required to write at least one full paragraph for each question. A paragraph is defined as containing a minimum of 125 words containing complete sentences (e.g., no outlines, bullets, half-sentences, sentence fragments, etc.). Spelling, grammar, proper sentence structure, and accurate word usage count. Responses will be assessed using the Weekly Discussion Grading Rubric used during the course.

Your grade will be based on whether you answer all parts of the question, incorporating references from your course readings and study. Complete answers will respond to any and all sub-questions contained in the broader question, will refer to the course readings and class material, and provide critical analyses of the issues addressed. The exam will be assessed using the Weekly Discussion Grading Rubric specified above.

Grading:

Grading: See "Class Assessment" guidance above.

Letter Grade Policy

Letter

Number of Points

Percent

A

900 – 1,000

90-100

B

800 - 899

80-89.9

C

700 - 799

70-79.9

D

600 - 699

60-69.9

F

599 or below

Below 59.9

Late Submission of Course Materials:

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, DISCUSSIONS, ETC. ARE DUE AS PUBLISHED ON THE COURSE WEBSITE, THE COURSE SCHEDULE, AND COURSE SYLLABUS:

Classroom Rules of Conduct:

Policy #1: Communicate.
If you are experiencing any confusion over course material, technical
difficulties that are not being resolved and are preventing you from completing
your assignments, or general questions about the course, let me know as soon as
possible. Note that if you wait until Sunday afternoon there is little
chance of getting an answer before the assignment is due, so plan ahead.

Policy #2: Please post all questions
of a general nature in the Office, Student Chat Area, or weekly discussion
threads. Posting them in the threaded discussion area will allow your fellow
students to benefit from your questions. And remember, there are no
stupid/silly questions. We are all here to learn!

Policy #3: E-Mail Procedures and
Submitting Assignments

General e-mail: When sending e-mail other than assignments, you must identify
yourself fully by name and class in all e-mail sent to me and/or other members
of our class. (You might be surprised at how many emails I get with nothing but
something like "slick@yahoo.com" as an identifier.)

My Response Policy: I will check my e-mail frequently. I will respond to
course-related questions within 24-48 hours (unless I notify you previously
that I will be unavailable).

When files are sent attached to an email, the files should be in Rich Text
Format (RTF) or txt formats only. To save a file in either of these formats,
click the drop down triangle next to the "Save as" box at the bottom
of the save window. Due to computer viruses being transmitted via Word
documents, I will not open any sent to me in "doc" format. (The link
that indicates that it is ok to send Word documents (doc files) is incorrect!)

Policy #4: Workload/Due Dates. Each
week's work must be completed no later than Midnight Central Standard Time
(CST) on Sunday. Initial Discussion (student classroom participation) work must
be posted in the classroom not later than midnight (CST) on Wednesday of the
week assigned. Responses to your fellow students’ discussion postings must be
posted in the classroom no later than midnight (CST) on Sunday of the week
assigned. I will not accept these via email. They must be posted in the
classroom e.g.., week one discussion question in week one discussion message
board in order to be scored. Postings placed in the wrong classroom message
board will not be graded and will not be scored. Late discussion thread
postings by a student will receive a 5 (five)-point penalty for each day late
after the due date up to 7 days. The required discussion posting(s) or other
assignments i.e., not posted or completed after 7 days of their due date will
not be scored and will receive the grade of zero. In addition, no work received
after the last Saturday of the online term will be scored.

Policy #5: End of Course Essay
Project: The end of course essay project must be submitted to the drop box
provided for it not later than Sunday of week six. Late submission of the essay
project will receive a grade penalty. Essay projects not submitted for grading
by its due date shall receive a 5 (five)-point penalty for each day late up to
7 days. Essay project homework not received within 7 days of the due date will
not be scored and will receive a zero.

Comprehensive Final Examination: A comprehensive final examination must be
taken in person at one of the Park University sites around the country or at an
alternative location approved by the university and the instructor where Park
University sites are not available. All Park sites are prepared to proctor
exams and are the preferred choice. Unless you are more than two hours from a Park
site, you are expected to use one of them to take your exam. (Exceptions will
be carefully screened as per the directions I receive from the University. If
your situation is exceptional, contact me before you submit your proctor form
with details of your situation. Be prepared to present proof!)

For these proctored examinations, photo identification is required.

A proctor information form will be provided by Park University at an address to
be provided later.

If you are unable to make arrangements with someone who meets these criteria, contact
the instructor for acceptable alternatives.

A proctor with email is much desired over one without email. Faxing and/or
mailing are both relatively expensive, time consuming, and more prone to
problems than email.

Students are responsible for thoroughly reading Park University’s online course
policies. If you have questions about any of these policies, please
contact your instructor for clarification.

First Responses to Each Discussion Question (150 Words for Each question)

Due by Sun:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 200 words), Take the quiz, Final Draft (Issues #1, 2, 3, and 4, and instructor-recommended revisions, if any) of Core Assessment Assignment

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

General Course Policies

A class week is defined as the period of time between Monday 12:01 am CST and Sunday at 11:59 PM CST. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date.

Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts.

General email: Students should use Park University email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.

Online threaded discussions are public messages and all writings in this area will be viewable by the entire class or assigned group members.

Make it a habit to check the ANNOUNCEMENTS on the COURSE HOME page every time you log on. You may find the answers to general course "housekeeping" questions (i.e. how do I submit assignment 3?). If you don't see your question there, then please contact your instructor.

If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course), click on the button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance.

If the issue is preventing you from submitting or completing any coursework, contact your instructor immediately.

Changes or Modifications

The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course.

Contacting the Instructor

The instructor is available and willing to assist students. Please feel free to contact the instructor at any time if there are questions or need for assistance. Appointments to meet or discuss outside of class can be arranged by contacting the instructor by telephone, e-mail, or personal communication. When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.

Bibliography:

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Evaluation Outcomes1-7

Demonstrates a thorough appraisal of the researched information. The essay is presented as a congruous and thoughtful exposition of ideas.

Demonstrates a satisfactory appraisal of the researched information. The essay is presented as a thoughtful exposition of ideas.

Demonstrates a minimal appraisal of the researched information. The essay is presented as a disparate exposition of ideas.

Demonstrates no appraisal of the researched information. The essay is presented as an incongruous exposition of ideas.

Synthesis Outcomes1-7

A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements.

A basic compilation of the fundamental issues, but integration of research into a theme is fragmented.

A response to some individual issues with insufficient research and consolidation of ideas.

No evidence of combining researched material into a consistent whole.

Analysis Outcomes1-7

Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources.

A basic examination of the fundamental issues, but may miss a few points. Analyzes key elements using a minimum of 5 course-external sources.

A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources.

Fails to examine the fundamental issues. It uses no course-external sources.

Application Outcomes1-7

Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout.

A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout.

A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout.

Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes.

Content of Communication Outcomes1-7

Conveys complete and exceptional information on the fundamental issues.

Conveys sufficient information on the fundamental issues.

Conveys minimal information on the fundamental issues.

Conveys no information on the fundamental issues.

Technical Skill in Communicating Outcomes1-7

Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.

Contains most required technical components. Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding.

Contains few required technical components. Contains more than 10 formatting, grammatical or spelling errors that detract from understanding.

Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read.

Copyright:

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